Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Journal of Adolescent Research
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Bowen, N. K.
Right arrow Articles by Ware, W. B.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Neighborhood Social Disorganization, Families, and the Educational Behavior of Adolescents

Natasha K. Bowen

Gary L. Bowen

William B. Ware

University of North Carolina at Chapel Hill

Using data on 1,757 middle and high school students from a nationally representative sample, relationships among youth perceptions of neighborhood characteristics, parenting processes, and their own school behavior, attendance, and grades were tested using structural equation modeling. A model with direct neighborhood effects on selfreported educational behavior as well as indirect effects mediated through perceptions of supportive parenting and parental educational support fit the data well in calibration and validation samples. Perceived neighborhood social disorganization exerted a larger effect than did family processes on self-reported educational behavior. The importance of including measures of neighborhood environment in future research on educational outcomes is discussed in the context of their substantial contribution in the present investigation.

Journal of Adolescent Research, Vol. 17, No. 5, 468-490 (2002)
DOI: 10.1177/0743558402175003
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 REVIEW OF EDUCATIONAL RESEARCHHome page
S. M. Nettles, M. O. Caughy, and P. J. O'Campo
School Adjustment in the Early Grades: Toward an Integrated Model of Neighborhood, Parental, and Child Processes
Review of Educational Research, March 1, 2008; 78(1): 3 - 32.
[Abstract] [Full Text] [PDF]

Home page
 Hispanic Journal of Behavioral SciencesHome page
S. W. Plunkett, S. Abarca-Mortensen, A. O. Behnke, and T. Sands
Neighborhood Structural Qualities, Adolescents' Perceptions of Neighborhoods, and Latino Youth Development
Hispanic Journal of Behavioral Sciences, February 1, 2007; 29(1): 19 - 34.
[Abstract] [PDF]

Home page
 The Journal of Early AdolescenceHome page
S. Deng, V. Lopez, M. W. Roosa, E. Ryu, G. L. Burrell, J.-Y. Tein, and S. Crowder
Family Processes Mediating the Relationship of Neighborhood Disadvantage to Early Adolescent Internalizing Problems
The Journal of Early Adolescence, May 1, 2006; 26(2): 206 - 231.
[Abstract] [PDF]